Childminder

Childminder

Unique reference number (URN): EY379860 Registered with Ofsted: 08/11/2008 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children are keen to learn in an environment that has been well organised to meet the needs of all children. Resources are varied to support children of all ages to achieve and move their learning on to the next stage. For example, younger children dig soil in the garden, while older children pour seeds into a container to feed the birds. This means that all children are developing a range of skills that are appropriate to their own age and stage of development.

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Achievement Expected standard

Opportunities to develop children's independence are well embedded across the day. Older children are confident in putting their own coats and welly boots on ready to go in the garden. They also enjoy helping younger children and praise them when they have a go by themselves. Children respond well to the childminder, who models a positive approach to learning. This means children are keen to engage in the interesting activities on offer and enjoy learning.

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Achievement Expected standard

Children who face barriers to their learning are quickly identified and benefit from the childminder's close partnership with parents to provide extra support. For example, children's communication and language development is enhanced by using sign language so that children can let others know what they need and how they are feeling.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a good role model for children and uses effective strategies to promote positive behaviour. For example, children respond well when asked to tidy up or wait for their friends, and they are able to remind each other how to behave when needed.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has developed close attachments with all children and supports them to develop their confidence and self-esteem using reassurance and encouragement. Children are taught to be kind and respectful to each other. Children notice when a friend needs help or is feeling sad. They provide thoughtful responses when the childminder asks how they can make their friend feel better and makes suggestions that have previously worked, such as a cuddle or a smile.

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Behaviour, attitudes and establishing routines Expected standard

Children are excited to join in with activities and learn new things. The childminder engages children in activities, asking questions that encourage children to think and share their own ideas. This makes all children feel part of the group and gives them a sense of belonging.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents to understand how children are feeling on a particular day. For example, she provides extra assurance and comfort if children arrive feeling tired or worried about something. This makes children feel safe and provides care that is consistent across the setting and at home. The childminder supports parents to understand the importance of regular and punctual attendance. Parents value this effective communication and have a good awareness of the impact this has on children's achievement.

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Children's welfare and wellbeing Expected standard

The childminder works closely with parents to make sure children's needs are met. She has a good understanding of routines at home and their interests, and she uses this information to make sure children feel settled and happy during their time at the setting. The childminder spends time developing close attachments with all children and uses information gathered from parents and observations to help them feel safe and a valued member of the setting. This supports children's wellbeing by making them feel safe and secure in the setting.

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Children's welfare and wellbeing Expected standard

Children know the routine well and understand what comes next in the day. For instance, they quickly start to tidy up when they hear the 'pack away song' and fetch their coats and boots ready to play in the garden. Children are supported to recognise their emotions, and the childminder acknowledges how children are feeling by providing reassurance and speaking calmly.

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Children's welfare and wellbeing Expected standard

The childminder teaches children the importance of being healthy and looking after their bodies. Children enjoy eating a range of fruits at snack time and independently peel bananas and push wooden sticks into slices of watermelon to make lollies. The childminder talks to children about the importance of eating fruit and vegetables and the impact this has on their bodies.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that is balanced and engaging. Children enjoy spending time in the large outdoor space, where they can move freely between the different pieces of equipment. The childminder supports children to practise different skills, such as moving independently on the swing and pouring water from one container to another. This gives children time to embed their existing skills and learn new ones.

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Curriculum and teaching Expected standard

Children benefit from the wide range of vocabulary they hear in the setting. Conversations take place across the day, and opportunities to learn new words are frequent. Children thoroughly enjoy acting out stories such as 'We're Going on a Bear Hunt' and are excited to join in with the childminder when she repeats the familiar words.

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Curriculum and teaching Expected standard

The childminder supports children's mathematical development, using everyday opportunities to count and sequence. Children listen carefully when the childminder challenges them to count one more toy train or asks what shape the slice of watermelon is at snack time.

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Curriculum and teaching Expected standard

The childminder monitors children's progress regularly and works closely with parents to share what learning comes next. All progress, however small, is celebrated, and children are keen to show others what they can do, such as rolling a toy car down a zig-zag track or making an enormous bubble using washing-up liquid in the garden. This gives children a sense of pride and builds their self-esteem.

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Inclusion Expected standard

The childminder uses her detailed knowledge of children's needs and current abilities to plan activities that provide appropriate challenge and move children's learning on. She adapts experiences to enable all children to participate, carefully considering their age and ability.

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Inclusion Expected standard

Children are well supported to give them full access to a broad and varied curriculum. However, there are limited opportunities to help develop children's understanding of diversity in communities beyond their own. This means children may not develop a full awareness of the world around them.

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Inclusion Expected standard

The childminder puts strategies in place to support children to succeed, including those that face some barriers to their learning. For instance, children respond well when the childminder uses sign language to assist children with their communication. This means children are able to make their needs known and share how they are feeling.

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Leadership and governance Expected standard

The childminder has a clear overview of her setting and is reflective when deciding how to provide an effective learning environment for all children. However, the childminder has not identified any focused areas for future development of her offer. This means areas for improvement are not reviewed regularly, preventing the childminder from identifying effectively what is working well and what needs to change.

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Leadership and governance Expected standard

The childminder seeks help and advice where necessary to support her professional development, including meeting with local childminders. This provides opportunities to share their expertise and ideas for activities or experiences.

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Leadership and governance Expected standard

The childminder attends training that will enhance her practice and ultimately improve children's learning. She works with other professionals to promote outcomes for the children in her care. The childminder shares information effectively with parents. For example, ideas are shared on how to promote communication at home or start potty training. This means children receive care that is consistent both at home and in the setting.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

The childminder provides an environment that is engaging and encourages children to learn. Children arrive at the setting excited to join in with activities that take their interests into account. For instance, the childminder uses the toy trains to teach children colours and extend their counting.

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What it's like to be a child at this setting

The curriculum is ambitious and full of variety. The childminder knows every child extremely well and uses their starting points to plan experiences that are interesting and encourage children to work with friends and think for themselves. Children enjoy spending time in the

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Inspector:

Lucy Short garden, where they independently scatter bird food and look for a robin who perches on the bench every day waiting to be fed. This teaches children to be independent and learn about the world around them.

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Inspector:

The childminder uses her knowledge of what each child already knows to adapt activities and challenge more able children when needed. She effectively identifies barriers to children's learning and works closely with parents and other professionals to provide support that helps children to thrive. For example, children respond well to using sign language and pictures to support language and communication. This means that children are able to share their feelings and let others know what they need.

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Inspector:

The childminder has developed secure attachments with every child. Parents value the childminder's nurturing environment and share how this makes their children feel safe and secure.

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Inspector:

Information is shared regularly between the childminder and parents. Parents receive photos of a drawing their child has created or if their child has tried something new. This builds positive relationships and keeps parents informed about their children's learning. Parents appreciate when the childminder shares her expertise to provide support and guidance. For example, she supports parents if advice is needed on topics including toileting and eating. This means that children are receiving care that is consistent both at home and in the setting.

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Next steps

The childminder should strengthen opportunities to develop children's understanding of communities different to their own. The childminder should focus on areas for future development, evaluating strengths and aspects for improvement.

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About this inspection

The inspector spoke with the childminder and parents during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that the provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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